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Hi All, today the team watched part of the DVD from Walker Learning called Creating an Engaging and Intentional Learning Environment. We saw pictures of Investigation areas at Sandringham Primary school and Kathy Walker spoke about the features of the areas and the language children would likely use in those areas. We thought our areas compared very well with the ones on the DVD.

We were surprised to see boarding passes and passports designed by the teachers rather than by the children as we thought this was an aspect that was discouraged.

This week we asked the children to complete a questionnaire about their experiences at Investigation Time. These results will be collated shortly.

Today we grouped the children in groups of 4 or 5 and asked them to list the Learning Intentions from the whiteboard and then to list things that could help them with their learning.

The groupings I used were very interesting. I chose 5 relatively quiet children who lack confidence and expertise. They were very proud and thrilled to be team leaders. I then added other children to make mixed gender groups with a confident writer in each group and spread the behavioural problems over the groups. The leaders were to make the final decision on who would be the scribe. I suggested the groups might choose someone who was a quick neat writer to be their scribe. All children were then expected to contribute and more than one could write. They had fifteen minutes to complete the task and they had a couple of reminders. At sharing time, I invited the leaders to bring their group up, one group at a time and the leader nominated someone apart from the scribe to be the reporter. I felt this was a great way of building up the leaders.

We viewed a video that Sarah had made with her class without provocations and a later one where rulers and tape measures were introduced. We discussed the differences in the childrens responses. Kaetlyn had taken photos and we discussed what provocations the children were using.

A4 and A3 narrative planner templates, boxes of guided reading texts, take home books and big books that are narratives for chn to read and copy formats

Spelling focus gl words

Tablet for photographing gl words on display in the classroom and items in the room that begin with gl

use computers to make lists of words, dictionaries and word lists- frequently used words and Oxford word lists, library books

Use the writing, drawing or collage areas to record gl words.

Write stories, narratives using olden day photos and colourful semantic cards to find the what what doing hwen and how and then extend to predict what might happen next or what could have happened before.

Religion Focus

Pentecost- chn colour pictures of the flame and list/draw the gifts of the Holy Spirit that they have been given

Act out the story of Pentecost using Big book and dress-ups scares and fabric

In our team we looked up Play Matters for an explanation of Provocations. We viewed Tanya’s video of her class. We decided to look at our questioning to see if we could get chn to mention provocations that they have used. We discussed and wrote suitable questions to ask the chn.

Kaetlyn prepared a table of Investigation Areas to record the areas that children visit.

I showed the group how I record the areas the children visit so that I can judge their interests.

We decided to ask a range of chn about the areas they like and what they have used and learnt there eg Low, medium high achieving students.

Will developing our provocations help children become more engaged and motivated in their learning?

I need to find out what provocations are and what they are used for. I can find this out by discussing this with my team and observing their provocations and using them myself.

I will participate in the pre-test to see what the children already know about provocations. We will use an iPad to record the children’s responses to teachers’ questions.

Kate and Tanya will ask the children in their classes the same questions and one teacher will record the other and then swap groups. While one class is working with the teachers, the other class will use literacy resources or do an activity on the IWB with a teacher assistant. We estimate that this will take about 7 minutes with each class.

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